Information

Key Stage Results

School Performance Data

School results for 2015-2016 - validated data

We are delighted to share with parents some of the headline performance information from the 15-16 academic year. This data is validated and published, please see further below for most recent 2016/17 unvalidated data:

 

Early Years

At the end of the 2015/16 school year, children in Reception were assessed as follows:

    % expected or exceeding grade
Areas of learning Communication and language 92
Physical development 97
Personal, social and emotional development 90
Literacy 85
Maths 93
Understanding the world 97
Expressive arts and design 95
Overall Prime learning goals 84%
Specific learning goals 76%
All learning goals 76%

76% of our pupils showed a ‘good level of development’ compared to 69% nationally, which demonstrates both an able cohort and the challenging provision on offer in our Early Years.

In most areas, the Reception outcomes (% attaining each of the above and % attaining overall ‘good level of development’) showed a good improvement on 2015.

Across Reception, 89% of pupils made expected (or better than expected) progress for reading, 80% for writing and 89% for maths. Many pupils actually made even more progress – above expectations (29% rapid progress for reading, 18% for writing and 35% for maths).

Where individual children have not met Early Years expectations in certain areas, they will of course be tracked carefully and given tailored support in Year 1 to ensure they catch up. Where pupils met or exceeded expectations in Early Years, they are ready to make a flying start in Year 1!

 

Key Stages 1 and 2

The annual tests and teacher assessments for Key Stages 1 and 2, for 2016, showed the following outcomes:

Key Stage 1

Year 2
  School % at expected standard National % at expected standard School % working greater depth National % working at greater depth
Reading 67% 74% 36% 24%
Writing 60% 66% 15% 13%
Maths 56% 73% 16% 18%
RWM combined 47% 60% 7% 9%

This was the first year of the new test framework for year 2 with challenging new standards in place for each of the core areas.

Whilst reading and writing were broadly in line with national (with higher grades for reading above national) we found that pupils struggled in the maths assessments and in turn this has resulted in a combined reading-writing-maths percentage below national.

A particular focus for the coming year will therefore be given to maths:

-       For our current year 3 cohort to ensure that any ‘catch up’ needed against these y2 results is soon made

-       For key stage 1 in general, to ensure all pupils are suitably challenged and supported in their learning and that year 2 are well prepared for the assessment period

Phonics

Our Year 1 phonics test results steadily improved between 2012 and 2014, but dropped in 2015. This year our Year 1 was greatly improved with 73% working at the expected standard. Given the range of individual need in the year 1 cohort for 2015, this represented considerable in year progress for many of our youngsters.

Of the pupils in year 2 needing to re-take the test from year 1, 66% of those pupils passed the test.

All pupils entering year 2 this Autumn will continue to have daily phonics input, with particular focus on those individuals who did not pass the test in 2015 and so will re-take the test in year 2.

All pupils entering year 3 who have not reached the test standard in phonics will continue to have bespoke provision as they enter year 3.

Key Stage 2

Year 6
  % at expected standard - school National – expected standard % working greater depth; higher standard National – greater depth; higher standard
Reading test 68% 66% 44% 18%
Reading teacher assessment 86%      
Writing 70% 73% 7% 14%
Maths test 79% 70% 18% 17%
Maths teacher assessment 89%      
SPaG test 74% 73% 32% 22%
SPaG teacher assessment 75%      
RWM combined 60% 53% 4% 5%
  School National
Average scaled score in reading 105 103
Average scaled score in SPaG 105 104
Average scaled score in maths 104 104
Reading progress score +1.3
Writing progress score -2.2
Maths progress score +0.1

As with year 2, this year saw our year 6 students sit new SATs tests and assessed using new Test Frameworks. What is more, tested against a Key Stage 2 Curriculum which they have only been taught in since the beginning of year 5!

Broadly, our year 6 cohort performed well against national comparators and against the challenging new assessment frameworks.

As ever with our wonderful Riverside students, our Year 6 cohort applied themselves well throughout the year and showed a superb, responsible attitude through the assessment period.

We were particularly pleased to see that a cohort of pupils who were generally high attaining when they were in year 2, were able to echo this success in the new tests especially demonstrating some good performance in the ‘higher standards.’

The reading test is now nationally ‘famed’ for being tricky and we were pleased to have a positive progress score with our higher ability pupils doing especially well.

Maths had been an area of concern going into year 6 and so to perform well against national percentages and with a positive progress score was a marked success for staff and students.

From the above data you will see that the writing progress score is negative, meaning that our students made less progress than national. In part we believe this related to the ever-evolving advice with regard writing last year, in part because our focus was on getting pupils to pass the new stretching standard as opposed to aiming for the next stage up, the higher standard. Writing will most certainly be an area of focus for us this coming year.

 

What next?

There are several points of reflection and action in the 2016 performance data. In the 2016/17 academic year, school will:

  • Continue to impact our approaches to phonics and ensure our pupils attain well, building on the improvements made in 2016
  • Set challenging targets for all year groups such as the large majority of pupils in all year groups score well against Age Related Expectations and make good progress across a year and across a key stage
  • Revisit Top Down Planning/Mastery approaches in maths – such as to aspire for all pupils to do as well as possible in maths, especially at key stage one and for girls across the whole school in maths
  • Ensure writing attainment and progress is maximised throughout the whole school including ensuring our students are suitably prepared against the ‘frameworks for assessment’ at years 2 and 6, and including the higher standard
  • Continue to develop approaches to writing, which have been having positive impact over the past few years
  • Prepare for and maximise attainment in the 2017 Key Stage 1 and Key Stage 2 tests
  • Challenge ALL pupils to make the best possible progress in their learning including through a highly targeted approach which we are calling ‘spotlight pupils’
  • Continue to enhance all areas of provision for the more able – continue to deliver real stretch and challenge and with it see more and more pupils make ABOVE expected progress

As you will see from this list of actions, we are keen to challenge ourselves to help our pupils achieve the very best that they are able!

 

School results for 2016-2017 - unvalidated data

We are delighted to share with parents some of the headline performance information from the 2016-17 school year, which has become available during the summer. These results are unvalidated and await final confirmation:

 

Early Years

At the end of the 2016-17 school year, children in Reception were assessed as follows:

 

 

% expected or exceeding grade

Areas of learning

Communication and language

98

Physical development

98

Personal, social and emotional development

96

Literacy

85

Maths

88

Understanding the world

100

Expressive arts and design

100

Overall

Prime learning goals

92

Specific learning goals

80

All learning goals

78

We are delighted that 78% of our pupils showed a ‘good level of development’ compared to 69% nationally in 2016, which demonstrates both an able cohort and the challenging provision on offer in our Early Years.

In most areas, the Reception outcomes (% attaining each of the above and % attaining overall ‘good level of development’) showed a good improvement on 2016, with large numbers of pupils attaining exceeding judgements both in individual aspects and across the whole range of assessments.

Across Reception, 86% of pupils made expected (or better than expected) progress for reading, 84% for writing and 82% for maths. Many pupils actually made even more progress – above expectations (48% rapid progress for reading, 40% for writing and 36% for maths – all improved on 2016 figures).

Where individual children have not met Early Years expectations in certain areas, they will of course be tracked carefully and given tailored support in Year 1 to ensure they catch up. Where pupils met or exceeded expectations in Early Years, they are ready to make a flying start in Year 1 and will be tracked (and ‘pushed’) to continue to excel as they move through school!

Key Stages 1 and 2

The annual tests and teacher assessments for Key Stages 1 and 2, for 2017, showed the following outcomes:

Key Stage 1

Year 2

 

School % at expected standard

National % at expected standard

School % working at greater depth

National % working at greater depth

Reading

72%

Tbc

26%

Tbc

Writing

62%

Tbc

23%

Tbc

Maths

69%

Tbc

26%

Tbc

RWM combined

55%

Tbc

13%

Tbc

This was the second year of the new test framework for Year 2 with challenging standards in place for each of the core areas.

Overall, we are pleased that our attainment results have improved since 2016 and given the year 2 cohort attainment at the end of Reception year, we are confident that progress, especially in reading and writing has been good between the end of Reception and the end of year 2.

Maths has shown considerable improvement in attainment from 2016, but close scrutiny shows that we should still manage to ‘convert’ a few more pupils to the expected standard at year 2 and therefore this will be a continued focus into this academic year.

Phonics

Our Year 1 and 2 phonics test results have steadily improved for three years now and are in line with national figures in all aspects: year 1 pass rate, year 2 pass rate and overall pass rate by the end of year 2.

We will continue to work hard on this aspect in 2017-18; so many of our pupils are already sound readers and need to specifically be taught how to pass the phonics test.

Any pupils not passing in year 1 or 2 will be carefully tracked into years 2 and 3 and have additional provision in place to ensure they reach (and can demonstrate in a test) the required standard as soon as possible.

We are delighted that so many of our EYFS pupils left Reception and enter year 1 already tracking well into year 1 phonics – this can only stand us in good stead for results in 2018.

Key Stage 2

Year 6

 

% at expected standard - school

National – expected standard

% working greater depth; higher standard

National – greater depth; higher standard

Reading test

58%

71%

25%

25%

Reading teacher assessment

83%

 

25%

 

Writing

75%

76%

25%

18%

Maths test

60%

75%

9%

23%

Maths teacher assessment

91%

 

25%

 

SPaG test

70%

77%

23%

31%

SPaG teacher assessment

75%

     

RWM combined

43%

61%

8%

9%

 

School

National

Average scaled score in reading

104

104

Average scaled score in SPaG

105

106

Average scaled score in maths

102

104

Reading progress score

-2.0

Writing progress score

-0.6

Maths progress score

-4.3

As with Year 2, this year saw our Year 6 students sit SATs tests and assessed using Test Frameworks which have been in place for just two years of the four these pupils have been within key stage 2. We have been working hard to adjust our internal tracking systems to take these new tests into account.

As ever with our wonderful Riverside students, Year 6 applied themselves well throughout the year and showed a superb, responsible attitude during the assessment period.

Writing had been a focus following last year’s tests, especially with regard pupils attaining the higher level. We are therefore delighted to have slightly improved our position with regard expected attainment, but significantly improved the percentage of pupils attaining the higher standard in their core writing to exceed national. This will be a point of continued endeavour this year as overall writing still has a negative progress score.

Spelling, punctuation and grammar results were slightly below where we would have ideally liked them. This will be a point of action in 2017-18: pupils can demonstrate these features to good effect in their writing, but must be able to answer test questions too.

The reading test is nationally known for being tricky and what is more this year saw an increased mark boundary to reach the expected standard. Unfortunately, with regard reading, a small but significant group of pupils failed to demonstrate their best ability in the test and missed out on the expected standard by very few marks. Higher ability readers performed well however and were more secure in their test readiness. A point of action for 2017-18 is therefore to ensure that pupils can readily demonstrate their ability in test scenarios and are clear of notional test boundaries. With this regard we will conduct some additional formal tests and track against these. The negative progress score of -2.0 indicates that compared to the national average our pupils scored 2 scaled points below their peers with similar starting points in the tests (where a scaled score of 100 was a ‘pass’)

Similarly in maths, many pupils failed to demonstrate their best ability in tests and results were down for most pupil groups and at most levels. The negative progress score of -4.3 indicates that compared to the national average our pupils scored 4.3 scaled points below their peers with similar starting points in the tests (where a scaled score of 100 was a ‘pass’).

That said, internal tracking showed good gain during year 6 (in reading, writing and maths), but still too many pupils were just a few marks away from grade boundaries especially with regard specific elements of maths such as fractions, decimals and percentages, algebra and ratio and proportion.

Of course, this will be a major point of focus this academic year, to ensure that pupils are effectively ‘test ready’ and able to show their teacher assessed ‘level’ in more formal environments.

What next?

There are several points of reflection and action in the 2017 performance data. In the 2017/18 academic year, school will:

  • Continue to ensure our pupils attain well in phonics, building on the improvements made over the last 3 years
  • Continue to challenge and develop our pupils in Early Years, ensuring every possible pupil makes accelerated progress towards challenging targets
  • Continue to build on successful writing initiatives implemented in 2016-17 which have impacted favourably on performance outcomes and have been positively received by our pupils – Talk for Writing, Kung Fu Punctuation, etc. Ensure that pupils in key stage 2 and especially y6 can demonstrate their knowledge of Spelling, Punctuation and Grammar both within their own work and within test situations
  • Set challenging targets for all year groups to make sure pupils make good progress across a year and across a key stage
  • Challenge ALL individual pupils to make the best possible progress in their learning including through a highly targeted approach
  • Ensure all pupils can demonstrate their teacher assessed grades within test situations and especially within maths that pupils can work independently to solve embedded problems involving fractions, decimals and percentages, ratio and algebra
  • Continue to enhance all areas of provision for the more able – continue to deliver real stretch and challenge and with it see more and more pupils make ABOVE expected progress

As you will see from this list of actions, we are keen to pro-actively challenge ourselves to help our pupils achieve the very best that they are able!

 

Access the DFE School Performance Tables Website here

 

Search

About Our School

We hope that you find the information contained on our school web site both helpful and informative. We hope too that it gives an exciting picture of our school life.

Contact Us

sampleTel:  01937 832 899
Fax: 01937 531 707

sampleEmail us here

Wetherby Road, Tadcaster
North Yorkshire LS24 9JN

 

Main Menu